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dc.creatorNyagura, Levi M.
dc.date.accessioned2014-10-10T11:21:53Z
dc.date.accessioned2015-12-08T10:53:10Z
dc.date.available2014-10-10T11:21:53Z
dc.date.available2015-12-08T10:53:10Z
dc.date.created2014-10-10T11:21:53Z
dc.date.issued1993-03
dc.identifierNyagura, Levi M. (1993) Quantitative Developments, Quality and Equity Concerns in Zimbabwean Primary and Secondary Education Sectors. ZJER, Vol.5, no.1. Harare, Mt. Pleasant: HRRC.
dc.identifier1013-3445
dc.identifierhttp://opendocs.ids.ac.uk/opendocs/handle/123456789/4726
dc.identifier.urihttp://hdl.handle.net/10646/1574
dc.description.abstractWhilst Zimbabwe has achieved significant quantitative developments in education, little has been achieved in providing equal access to quality education in the whole education sector. The poor communities continue to struggle on with poor teacher quality, inadequate instructional materials, and poor school facilities. Gender discrimination is on the increase with less, female students attending school and with more of this small group dropping out of school. The quality of education has significantly declined and this signals a serious potential problem of high illiteracy levels, especially among women.
dc.languageen
dc.publisherHuman Resource Research Centre, (HRRC), University of Zimbabwe.
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rightsUniversity of Zimbabwe
dc.subjectEducation
dc.titleQuantitative Developments, Quality and Equity Concerns in Zimbabwean Primary and Secondary Education Sectors.
dc.typeArticle


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